隨著美感教育成為學校課程的核心要素，美感教育在科學教育的運用也受到重視。本研究採協同行動研究法，探討杜威美感經驗理論運用於幼兒園科學主題課程「小菜農」之教學實踐。本研究由研究者擔任課程諮詢者，兩位幼兒園教師擔任協同教師，研究參與者為24位五歲幼兒。本研究的資料蒐集包括：教室觀察、訪談、幼兒種植日記與藝術作品、教學省思日誌等。研究結果呈現：（一）幼兒教師引導幼兒細心覺察蔬菜並分享想法、嘗試以他們的想法進行科學活動，並引導幼兒運用想像力創作與科學主題相關的作品、欣賞他們在科學與藝術的成果並建構意義。（二）透過本次行動研究，幼兒教師增進他們在科學與美感教學及科學統整課程設計與教學的能力。本研究有助於我們了解幼兒教師將美感結合於幼兒園科學主題課程之實踐，可作為幼兒科學與美感教育之參考。

As aesthetic education has become a core element of school curricula, the application of it in science education is also valued. Using collaborative action research, this study aimed to explore the teaching practices of applying Dewey’s theory of aesthetic experience in a science thematic curriculum, “Little Vegetable Farmers,” in a preschool. The researcher served as a curriculum consultant, and two preschool teachers served as the co-teachers. The participants were 24 young children of age 5. Data sources included classroom observations, interviews, young children’s plant diaries, artwork, teaching reflection notes, and so on. The findings showed that the preschool teachers guided the young children to perceive the vegetables growing in detail and to share ideas, to try their ideas in doing science, to create artworks related to the science theme with imagination, and to appreciate the works of science and arts with meaning-making. Through this action research, the preschool teachers improved their science and aesthetic teaching, as well as their abilities integrating curriculum design and instruction in science. This study is helpful for educators to understand how preschool teachers integrate aesthetics into a science thematic curriculum in a preschool, which provides a reference for early childhood science and aesthetic education.